Searching for Educational Technology Faculty

Since educational technology has become an integral component in teacher education programs, an analysis was conducted of educational technology positions listed in The Chronicle of Higher Education. Weekly job listings were coded from August, 2000 through July, 2001. Over this time period, 70 positions were advertised. Results found that the majority of the positions were tenure track and tended to be at nonresearch/doctoral granting institutions. These positions were typically for a generalist rather than a specialist.     

Teaching Diversity across Disciplines: Reflections from African-American Faculty in Four Different Academic Settings

The authors, male and female African-American faculty from different academic disciplines at predominantly white institutions, share personal reflections on their experiences teaching postsecondary graduate and professional courses that focus on diversity and multicultural themes. This article provides tools and strategies for improving the overall effectiveness for those who teach diversity courses from a framework the authors have codified as a “3-C” perspective: context, characters, and curriculum.     

Transforming Selves,Transforming Courses: Faculty and Staff Development and the Construction of Interdisciplinary Diversity Courses

Faculty/staff workshops provide a way of enhancing teaching and learning strategies and pedagogical techniques. We include faculty/staff development workshops designed to create team that taught interdisciplinary courses which address issues of diversity and democracy for first year students. Strategic planning of the workshop and responsiveness to participants' needs and interests engender collegiality, collaboration, and curricular change. Dr. Janet Moore Lindman is an Associate Professor in the History Department and Coordinator of the Women's Studies Program. Dr. Maria Tahamont is a Professor in the Department of Biological Sciences and Coordinator of Rowan Seminar at Rowan University. The authors are co-principal investigators of the New Jersey Campus Diversity Initiative funded by the Bildner Family Foundation.     

Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy     

Reshaping Teaching and Learning: The Transformation of Faculty Pedagogical Content Knowledge

A qualitative study of faculty members participating in a campus-wide problem-based learning initiative examined the process of transforming faculty pedagogical content knowledge. Researchers found that faculty existing knowledge and the institutional intervention influenced new knowledge of faculty roles, student roles, disciplinary structures, and pedagogy. Communicating new knowledge solidified the transformation.     

荷兰莱顿大学教师发展工作运行机制探析

荷兰莱顿大学的教师发展工作,以教学研究院为核心,协同人力资源管理部与教师委员会形成了“发展对话-教师研究-活动落实-质量评估”循环作用的教师发展工作运行机制:对话学校与教师发展需求,形成教师个性化发展契约与发展共识;研究教师发展规律,在教师理论基础上指向具体学科与教学法,提高研究的实践指导价值;落实教师发展项目,严格把好大学教师资格关卡,配套个性化可选择性发展项目;评估教师发展质量,在“校内评估、校外评估和政府监督”质量监控框架下,改进教师发展工作。在扩展国际研究视野基础上,借鉴莱顿大学有效的教师发展工作运行经验,反思中国高校教师发展的工作实践,有必要在“学校与教师对话”“教师研究主题”“活动设计落实”“发展质量监控”等方面进一步精细化相关工作,从而促进高校高质量教师队伍建设,推进高等教育内涵式发展。     

美国高校教师教学专业发展探析 --以西南密苏里州立大学为例

美国西南密苏里州立大学十分重视教学工作.为了保障教学质量,它重视教师的教学专业发展,开辟多种多样的途径,提供丰富的培训内容,在资金、时间和组织等方面为教师教学专业发展提供强有力的支持,并建立有效的激励机制.     

美国国家教师发展和多元化中心建设的探究及启示

美国国家教师发展和多元化中心是一个独立于高校之外的服务于高校教师发展的机构,它为美国诸多学校的教职员、博士后及研究生提供专业的培训。对该中心的理念、服务对象、人员设置以及开展的项目活动进行介绍和分析,总结归纳其特点和优势,可以从中学习借鉴其发展经验,吸收其良性运营的精髓,为完善我国高校教师发展中心的建设提供有益启示。     

高校教师考核工作之探讨与思考

高校教师考核工作主要是对教师的工作表现、业务水平、工作成绩进行检查评价,是高校师资管理的一个重要组成部分。做好师资考核工作对促进高校师资队伍建设、提高教师素质有着重要作用。高校教师考核是一项极其复杂的工作,因此对高校教师的考核要充分考虑到其工作的特殊性,从而调动高校教师的积极性,促使教师各安其职,推动高等教育事业持续快速发展。     

论高等学校院系级教学的改革与发展

高等学校的教学改革与发展虽然被高等教育的教学理论研究和实践所重视,但作为高等学校教学主体和实体的院系级的教学改革与发展却往往被忽视。高等学校院系级教学的改革与发展,涉及理念、学科、专业、课程、教学活动等领域,必须系统思考,整体设计和全面推进,才能全面提高教学质量。     

大学教师发展效用的类型分析

大学教师发展,对不同类型教师有不同的价值效用。通过针对性、实效性的发展项目,能支持未来的大学教师充分准备,帮助新入职教师顺利适应,促进职涯中期教师保持活力,促使资深教师保有激情,推动兼职教师全面融入,进而整体增强大学教师能力水平,协同提升高等教育质量。     

高职旅游管理专业实训课师资队伍建设探析

高素质的教师队伍是提高高职院校教学质量的关键。高等职业教育,重点是培养学生的实用技能,高职旅游管理专业重点就是培养学生旅游企业的实际工作能力。因此,高职旅游管理专业实训课师资队伍建设是一个重要的研究课题。作者通过多年的旅游实训教学,对旅游高职实训课教师应具备的素质、实训课教学方法以及实训课教师队伍建设进行了认真的思考和探析。     

高校教师工作满意度的现状调查分析

研究以高校教师为对象,通过问卷法随机抽取了南京五所不同类型高校,对其教师工作满意度进行了调查。结果表明:高校教师对人际关系、环境条件方面相对满意,而对工作报酬、政策措施等相关方面不太满意。通过调查归纳出我国高校教师工作满意度的特点和变化趋势,提出了提高高校教师满意度的对策,以供高校行政管理进行决策和管理参考。     

The Social and Political Structuring of Faculty Ethicality in Education

This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.

我国区域高等教育资源配置差异性分析

区域经济发展的不平衡,使我国的高等教育在区域之间呈现较大的差异性。分析区域高等教育资源配置的差异性,指出其对区域经济社会发展所产生的影响,从政策、资源的利用及分配三个方面提出促进区域高等教育发展的策略。     

高等学校教师角色的演变与类型

高等学校教师的角色不是一成不变的,而是发展和变化的,高校教师角色的变化是与大学和高等教育的发展和变化紧密相联的。本文试从大学教师角色的历史变化来分析教师角色的具体状况。     

Adapting Curriculum to Student Diversity: Patterns of Perceptions Among Alternate-Route and College-Based Teachers

This study examined the perceptions of alternate-route and college-prepared teachers about the adaptation of mathematics and writing curriculum to student diversity. Findings from analyses of survey and interview data suggest that while at any given time a majority of teachers from both groups favored curriculum adaptation in mathematics and writing, commitment to these beliefs among individual teachers was inconsistent over time, with a pattern of deflected responsibility emerging. With the exception of two specific teachers, when discussing the value of adapting writing curriculum to students' cultural values, neither group of teachers went much beyond a general rhetorical discussion. With regard to mathematics, both groups of teachers only infrequently discussed the value of adapting mathematics to students' cultural values.     

Culture, Climate, and Contribution: Career Satisfaction Among Female Faculty

Retention of female faculty is an important issue for institutions of higher education aiming for excellence and diversity. However, an essential first step in understanding retention is to examine what contributes to career satisfaction for academic women. This study is based on data from a census survey of faculty conducted in 1996 at a Research I university located in the Midwest. Using Hagadorn's (2000) model for conceptualizing faculty job satisfaction, the study identifies domains of environmental condition, departmental climate, and demographics that play a role in female faculty's overall career satisfaction.     

Faculty opinion on shared authority: A Nigerian national survey

The purpose of this paper is to (1) describethe characteristics and governancestructure of higher education at the FederalUniversities in Nigeria, and (2) examine (a)how academic decisions are made, (b) thelevel of academic staff participation inuniversity governance, and (c) the extent towhich academic staff is consulted on keypersonnel issues. The results of theinvestigation revealed that (a) academic staffmembers believed they are consulted onacademic matters through their representativesin the faculty senate, (b) their participationin decisions related to non-academic matters isvery limited, (c) academic decisions related toadmissions criteria and accreditation standardsare made by external bodies, (d) administratorsmake administrative decisions with very limitedinput from academic staff (e) compared to lowerranked academic staff members, higher rankedacademic staff members perceived the governanceprocess to be very effective, and (f) academicstaff members are dissatisfied with the generalworking conditions and the governance process. Overall, the results of this study stronglysuggest the need for improvement in theconsultation process, and more involvement ofthe academic staff in other governance issuesespecially the selection and appointment ofadministrators, including Vice-Chancellors.